CI Program Checklist: 2 of 13

Classroom MGMT
  ✔  Rules (DEA & CWB)
__ Routines

Routines
Let’s face it, a CI classroom is a bit out of place in our school system. It’s certainly a refreshing change, but students won’t GET it right away. Not only do they need some rules and guidelines, but they also need a bit of training on what to do during class. In order to train my students, I use Statement Cues, Cognate Cues, Choral Translation, and Question routines. Questions aren’t exactly intuitive, especially if questions are asked in a very different way from the native language, so it’s important to show students how to recognize questions in class. Choral Translations are unnecessary in an ideal CI world, but I’m not there yet. I’ve found that they bridge the gap between the first step of establishing meaning (especially for those who didn’t speak up if something wasn’t clear), and reading on one’s own. The importance of reading cannot be emphasized enough, and students need help getting there. Cognates aren’t always obvious to students, so Mike Peto’s “béisbol” routine is simple and effective. Lastly, it’s important to highlight Statements with some sort of cue for a number of student jobs, attention getters, and if anything to just keep things comprehensible. When I don’t use them, there’s the risk of a student missing some crucial information. Like on gestures, one change I’ve made is to no longer REQUIRE that students do the cues with me beyond the first day.  Some of these routines were introduced in the CWB presentation, but there’s no reason to be so naive as to think that students will remember them after just one day, so they appear again. Here’s the Routine presentation I use to introduce all that stuff:

III. Routines – Latīnē (statements, questions, and cognate cues)

Student Jobs
Student jobs help facilitate certain routines, but also take care of a few MGMT issues. There are many lists out there with upwards of 50 jobs to choose from, and I’m constantly updating my own job list. Some jobs I used to rely on are now obsolete because I’ve changed practices. One example is the Quiz Writer. That was an important job when my quizzes took place at the end of class and I asked them orally. I needed the a student to do some work because I couldn’t multitask and come up with questions minutes before the bell. Now that my quizzes are all reading quizzes the following day, or following Sustained Silent Reading, I no longer need the Quiz Writer student job because I now treat the assessment process as time to deliver more CI. I do, however, now need Red Pen People to hand out red pens for when we go over the quiz as a class right after it’s given (you can’t get much more immediate feedback than that). The Red Pen People are an indispensable part of my classroom assessment routine. So, here’s a list of jobs you’ll want to consider:

Student Jobs

Interjections & Rejoinders <– New 8.24.16
After seeing Alina Filipescu at NTPRS 2016,  and Grant Boulanger at iFLT 2016, these poster are now a must-have. Treat them like any student job, which can change daily:

Interjections & Rejoinders

 

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13 thoughts on “CI Program Checklist: 2 of 13

  1. Pingback: CI Program Checklist: 3 of 12 | Magister P.

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  13. Pingback: CI Program Checklist: Summary | Magister P.

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